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Akemoglu, Yusuf; Meadan, Hedda; Towson, Jacqueline – Early Childhood Education Journal, 2020
Shared interactive book reading (SIBR) is a broad term used to describe the act of adults reading aloud to children, while encouraging interaction by asking questions and engaging in a discussion about the book. SIBR can be used to embed naturalistic communication teaching strategies, creating learning opportunities to promote a child's language…
Descriptors: Communication Strategies, Teaching Methods, Reading Aloud to Others, Preschool Children
Stepping toward Physical Activity Requirements: Integrating Pedometers into Early Childhood Settings
Robinson, Leah E.; Wadsworth, Danielle D. – Early Childhood Education Journal, 2010
Physical activity is an essential component for lifelong wellness and the quality of life. Over the past years, childhood obesity has dramatically increased. Data supports that young children are adopting sedentary behaviors within and outside of school hours that may contribute to obesity and other health-related diseases. This paper provides…
Descriptors: Obesity, Physical Activities, Physical Activity Level, Quality of Life
Peer reviewed
Ballenger, Marcus; And Others – Childhood Education, 1984
Points out aspects of counting books that may impede learning, notes general and specific criteria for evaluating counting books, and offers an annotated bibliography illustrating the application of criteria. (RH)
Descriptors: Annotated Bibliographies, Books, Computation, Concept Formation
Peer reviewed
Taunton, Martha; Colbert, Cynthia – Childhood Education, 1984
Reviews selected research relating to the artistic and aesthetic behaviors of children four to six years of age and gives teaching and curriculum suggestions to encourage development in these areas. (RH)
Descriptors: Aesthetic Education, Art Expression, Early Childhood Education, Elementary School Students
Peer reviewed
Tway, Eileen – Childhood Education, 1983
Points out stages in writing-skill development as well as ways children's writing can be stimulated at home and in school. Topics include: encouraging new vocabulary and development of spoken language; reading to the child and stimulating involvement and response; being an example by writing in the presence of children; and providing opportunities…
Descriptors: Classroom Techniques, Early Childhood Education, Elementary School Students, Guidelines
Peer reviewed
Bent, Judith Gold; Plaskon, Stephen P. – Childhood Education, 1983
Descriptors: Childrens Literature, Elementary Education, Elementary School Students, Guidelines
Peer reviewed
Chafel, Judith A. – Childhood Education, 1982
Describes learning activities related to Halliday's schema of functional language development that teachers can use as a guide for planning early reading experiences. (Author/RH)
Descriptors: Educational Strategies, Emergent Literacy, Instructional Design, Language Acquisition
Peer reviewed
Knight, Diane; Wadsworth, Donna – Childhood Education, 1993
Provides suggestions for preschool, elementary, and middle grade teachers on mainstreaming students with physical and medical difficulties. Suggestions focus on parent involvement, peer interaction, environment and training considerations, and instructional adaptations. Discusses topics, such as emergency care plans, that relate to making the…
Descriptors: Classroom Environment, Classroom Techniques, Early Childhood Education, Elementary Education
Peer reviewed
LeLaurin, Kathryn – Topics in Early Childhood Special Education, 1990
This article (1) defines areas in infant and preschool evaluation where clinical judgment is typically used; (2) argues that judgment-based assessments are only as good as the objectivity, reliability, and validity of its data collection and use; and (3) offers examples of procedures and clinical methods to increase diagnostic accuracy. (Author/DB)
Descriptors: Clinical Diagnosis, Disabilities, Evaluation Methods, Handicap Identification
Peer reviewed
Crittenden, Patricia M. – Topics in Early Childhood Special Education, 1989
Knowledge is reviewed regarding the social/emotional, cognitive, and language development of maltreated preschool-aged children, and a set of child and family patterns of development is presented. Implications for classroom management are then discussed, focusing on disruptive behavior, interventions for cognitive and language development, and…
Descriptors: Behavior Problems, Child Abuse, Child Neglect, Classroom Techniques
Peer reviewed
Stagg, Vaughan; And Others – Topics in Early Childhood Special Education, 1989
Preschool children (N=26) who accompanied their mothers to a battered women's shelter were found to have elevated rates of behavior problems and social competence difficulties. White males appeared more impaired than any other gender/ethnic combination. Abused children and non-abused children who witnessed family violence were compared.…
Descriptors: Battered Women, Behavior Problems, Child Abuse, Ethnic Groups
Peer reviewed
Fagot, Beverly I.; And Others – Topics in Early Childhood Special Education, 1989
The play behaviors of three groups of preschool children were compared. The physically abused children (N=11) were more antisocial, disruptive, and aggressive yet passive. The 15 sexually abused children were relatively quiet and engaged in more female-type activities, while 10 non-abused control group children exhibited more positive peer…
Descriptors: Behavior Patterns, Child Abuse, Comparative Analysis, Play
Peer reviewed
Mallory, Bruce L.; Kerns, Georgia M. – Topics in Early Childhood Special Education, 1988
Drawing upon New Hampshire data, this article analyzes transition from early intervention to preschool programs, labels assigned to preschool children, label changes as children get older, and consequences of categorical labeling. Almost one-third of children in early intervention were not eligible for preschool services because of requirements…
Descriptors: Disabilities, Educational Diagnosis, Eligibility, Handicap Identification
Peer reviewed
McNulty, Brian A.; And Others – Topics in Early Childhood Special Education, 1988
A survey of 31 Colorado special education directors determined which handicapped children, from birth to age 5, should be served in which settings. Results found that administrators see an emerging role for the public schools, are willing to serve a broader range of young handicapped children, and see the need for more integrated settings.…
Descriptors: Administrator Attitudes, Administrators, Delivery Systems, Disabilities
Peer reviewed
Edgar, Eugene; And Others – Topics in Early Childhood Special Education, 1988
Placement data on 582 graduates of public special education preschool programs in Washington indicated that 36 percent of the children were placed in regular education and 65 percent in special education. Placement stability one and two years later was high, with 62 percent of those changing placements moving to less restrictive settings.…
Descriptors: Ability Grouping, Disabilities, Elementary Education, Longitudinal Studies
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